詞塊是在特定的語(yǔ)體中頻繁復(fù)現(xiàn)的多詞組合。作為多詞表達(dá)和形式功能的復(fù)合體,詞塊具有多種語(yǔ)篇和語(yǔ)用功能,對(duì)提高語(yǔ)言處理的效率和語(yǔ)言輸出的流暢性有重要作用。通過(guò)接觸情境化語(yǔ)言,尤其是通過(guò)閱讀,英語(yǔ)學(xué)習(xí)者可以習(xí)得大多數(shù)詞塊。教材含有豐富的情境化閱讀文本,是語(yǔ)言輸入的重要來(lái)源。因此,對(duì)教材中的詞塊特色進(jìn)行研究具有重要意義。本研究以《當(dāng)代大學(xué)英語(yǔ):精讀》(CCEIR)和《綜合教程》(AIEC)中的閱讀課文為研究對(duì)象,探討英語(yǔ)專業(yè)綜合英語(yǔ)教材中詞塊的特點(diǎn)。作為基本的語(yǔ)言結(jié)構(gòu),四詞詞塊因其出現(xiàn)頻率、多樣化的結(jié)構(gòu)和功能被認(rèn)為是詞塊的典型代表。本研究旨回答以下問(wèn)題:(1)兩套教材中四詞詞塊的總體分布是什么?(2)兩套教材在四詞詞塊的結(jié)構(gòu)和功能上有何異同?(3)兩套教材在四詞詞塊結(jié)構(gòu)和功能的聯(lián)系上有何異同?為回答上述問(wèn)題,本研究采用語(yǔ)料庫(kù)驅(qū)動(dòng)的方法。筆者建立兩個(gè)語(yǔ)料庫(kù),利用AntConc 3.5.8抽取符合條件的四詞詞塊,采用廣泛認(rèn)可的詞塊結(jié)構(gòu)和功能框架對(duì)兩套教材中詞塊的總體分布、結(jié)構(gòu)、功能以及結(jié)構(gòu)和功能的關(guān)系進(jìn)行探究。對(duì)兩套英語(yǔ)專業(yè)綜合英語(yǔ)教材中詞塊的分析有如下發(fā)現(xiàn):(1)總體而言,教材中的詞塊并未涵蓋結(jié)... 

【文章來(lái)源】： 馮雪瑩 山東大學(xué)

【文章頁(yè)數(shù)】：89 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Defining Lexical Bundles
        2.1.1 Definition of Lexical Bundles
        2.1.2 Characteristics of Lexical Bundles
    2.2 Identifying Lexical Bundles
    2.3 Classifying Lexical Bundles
        2.3.1 Lexical Bundles of Different Lengths
        2.3.2 Structural Classification of Lexical Bundles
        2.3.3 Functional Classification of Lexical Bundles
    2.4 Previous Studies of Lexical Bundles in Written English
        2.4.1 Studies of the Use of Lexical Bundles in Written English
            2.4.1.1 Studies of Lexical Bundles in terms of Disciplines
            2.4.1.2 Studies of Lexical Bundles in terms of Language Proficiency
            2.4.1.3 Studies of Lexical Bundles in terms of Writers
            2.4.1.4 Studies of the Use of Lexical Bundles in terms of PedagogicalMaterials
        2.4.2 Studies of the Acquisition of Lexical Bundles in Written English
    2.5 Previous Studies of English Textbooks for English Majors
    2.6 Research Gap
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Instruments
        3.2.1 Corpora
        3.2.2 Tools Used in the Study
    3.3 Data Processing
        3.3.1 Collection of Data
        3.3.2 Extraction of Lexical Bundles
        3.3.3 Manual Check
    3.4 Data Analysis
Chapter Four Results and Discussion
    4.1 Overall Distribution of Lexical Bundles in CCEIR and AIEC
    4.2 Comparison of Lexical Bundle Structure in CCEIR and AIEC
        4.2.1 Overall Structural Analysis of Lexical Bundles between Corpora
        4.2.2 Specific Structural Analysis of Lexical Bundles between Corpora
            4.2.2.1 Verb Phrase Lexical Bundles between Corpora
            4.2.2.2 Dependent Clause Lexical Bundles between Corpora
            4.2.2.3 Noun Phrase and Prepositional Phrase Lexical Bundles betweenCorpora
    4.3 Comparison of Lexical Bundle Function in CCEIR and AIEC
        4.3.1 Overall Functional Analysis of Lexical Bundles between Corpora
        4.3.2 Specific Functional Analysis of Lexical Bundles between Corpora
            4.3.2.1 Stance Bundles between Corpora
            4.3.2.2 Discourse Organizing Bundles between Corpora
            4.3.2.3 Referential Bundles between Corpora
    4.4 Comparison of the Relationship between Structure and Function of LexicalBundles in CCEIR and AIEC
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Future Studies
References
Appendix 1
Appendix 2
Acknowledgements
學(xué)位論文評(píng)閱及答辯情況表



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